The aim of this study was to investigate student experiences of publishing undergraduate research in biomechanics. A total of 29 former students with experience of publishing peer-reviewed undergraduate biomechanics research completed an online survey regarding their perceived benefits, level of involvement, and experiences in aspects of the research process. On average, students perceived their experiences to be “largely helpful” or greater in all aspects. Areas were identified corresponding to: the greatest perceived benefits (eg, understanding of the research process); the least perceived benefits (eg, statistical analysis skills); the greatest student involvement (eg, reading relevant literature); and the least student involvement (eg, developing hypotheses and/or methods). A thematic analysis of open question responses identified themes relating to: future career, skills, scientific process, intra- and interpersonal factors, and pedagogy. Common intended learning outcomes may be achieved through involvement in the research process independently of the level of staff involvement. Staff should be encouraged to involve students in publishable biomechanics research projects where this is possible without compromising research standards and should explore ways of recreating the publishing process internally for all students.

本研究的目的是调查学生发表生物力学本科研究的经历。共有 29 名具有发表同行评审本科生物力学研究经验的前学生完成了一项在线调查，内容涉及他们在研究过程方面的感知收益、参与程度和经验。平均而言，学生认为他们的经历在各个方面“非常有帮助”或更大。确定的领域对应于： 最大的感知收益（例如，对研究过程的理解）；最不易察觉的好处（例如，统计分析技能）；最大程度的学生参与（例如阅读相关文献）；以及最少的学生参与（例如，提出假设和/或方法）。对开放式问题回答的主题分析确定了与以下相关的主题：未来职业、技能、科学过程、内部和人际因素以及教育学。共同的预期学习成果可以通过参与研究过程来实现，而与工作人员的参与程度无关。应鼓励工作人员在不影响研究标准的情况下让学生参与可发表的生物力学研究项目，并应探索为所有学生内部重新创建出版过程的方法。